Testing can provide crucial information including:

• Diagnostic Information (i.e., does this individual have a learning disability, cognitive limitations, or ADHD?).
• Determining whether an individual is achieving at an appropriate grade level.
• Current documentation of learning disabilities and the need for accommodations for standardized testing.
• Identification of specific cognitive strengths and challenges.
• Recommendations for specific treatment strategies and interventions.

Intake Meeting

We will meet with parents to discuss concerns, review the student’s history, and set goals for the evaluation. We will complete intake forms, including developmental, medical, and educational history. Parents are encouraged to share relevant documents, such as school records, prior evaluations, or teacher feedback. Parents, teachers, or caregivers may be asked to complete questionnaires to provide additional insights.

Testing Sessions

We conduct one-on-one testing with the student, typically over several sessions. Areas assessed include cognitive abilities (IQ), academic skills (reading, writing, math), attention, memory, and executive functioning. Questionnaires, interviews, and observations are used to evaluate emotional well-being, social skills, and behavior patterns.

Test Scoring and Analysis

Upon completion of test administration, extensive time is spent scoring the evaluations, analyzing results, and identifying patterns to gain a comprehensive understanding of the student’s strengths and challenges. The results are communicated in a written report that is clear and understandable to the reader. The full report serves as a guide and a “road map” to help each examinee achieve their full potential.

Feedback Session

During this session, we meet with parents to review the results, explain findings, and discuss recommendations. At this time, we share strategies, accommodations, or interventions to support the student’s academic and emotional growth.

Follow-Up Support

Upon request, we provide ongoing support, such as attending school meetings (e.g., IEP or 504 Plan development) or implementing suggested interventions.